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자료유형
학술저널
저자정보
저널정보
역사교육연구회 역사교육 歷史敎育 第109輯
발행연도
2009.3
수록면
1 - 35 (35page)

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This article investigates the relation between memory and history with special attention on the historical consciousness as an incorporating notion of diverse modes of understanding which are included in ‘collective memory’. New conceptualizations on historical consciousness are examined in order to figure out their implications on history education. Rsen’s theory on the ontogenetic development of four types of historical consciousness is the key issue in exploring purposes and methods of history education, because it emphasizes moral resoning and narrative competence. It is also suggestive that his theory should include the development of ideas about the current discipline of history (metahistorical understanding). this article, however, points out the importance of student's agency and cultural tools in memory formation (remembering) and its transfiguration into historical consciousness. Students are not just passive recipients of the fixed collective memory or typified consciousness. There are consecutive stages of (trans)forming historical consciousness into historical knowledge, in wllich different agents of producing and consuming historical representations intervene and interact. In that process, students just as historians and teachers, constitute participation. It can be said that they Practice history the moment they think about the history. The practice of history in this sense is the learning experience in transmission of memory and its translation into his/her own consciousness. Recognizing their practicing history should be emphaized in history teaching.

목차

1. 서언
2. 집단기억의 등장
3. 기억과 역사의 접점으로서의 역사의식
4. 집단기억·역사의식과 역사학습의 의미
5. 결론

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